Practical Use of Single-Case Research Designs When Testing Mathematics Interventions for Students With Learning Disabilities

• Published in: Learning disability quarterly Vol. 46; no. 1; pp. 17 - 31
• Main Authors: Peltier, Corey, Flores, Margaret M., Strickland, Tricia K.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.02.2023; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Data Collection; Educational Research; Fidelity; Generalization; Internal validity; Interrater Reliability; Intervention; Learning Disabilities; Mathematics; Mathematics Achievement; Mathematics Education; People with disabilities; Research Design; Research Methodology; Students with Disabilities; Validity; mathematics; learning disabilities; single case design
• ISSN: 0731-9487; 2168-376X
• DOI: 10.1177/07319487211010318

Single-case research design is a useful methodology for evaluating the presence of a functional relation between an intervention and the mathematical performance of students with a learning disability. However, a functional relation cannot be established with threats to internal validity of the design. External validity is impacted if researchers do not clearly describe their methods so that others may replicate them. Therefore, single-case researchers must maximize the internal and external validity of their investigations. We provide a commentary on investigations published in Learning Disability Quarterly that implemented a mathematics intervention for students with a mathematics learning disability. We will highlight specific features of single-case designs within the review and provide recommendations for the field.